Examined barriers to learning in adult students (N=111) using the Adult Student Survey. Results indicated that in many cases students were able to predict barriers before enrolling. Lack of time was the most difficult barrier to anticipate correctly. (JAC)

Using the tenets of feminist therapy, presents a career counseling model for reentry women. Describes goals, intervention strategies, and feminist tenets for each of three stages: stabilization; personal growth; and action. (MCF)

Examined career indecision in 300 reentry and undergraduate women. Results indicated that there were no differences in career indecision in undergraduate women in any of the age groups 17 to 22 years, 30 to 34 years, or 40 to 44 years. (Author/BL)

Describes a "Second Chance Program" offering adult learners the opportunity to reenter the educational environment on a part-time basis at the University of Lowell in Massachusetts. A high school diploma or certificate of equivalency is the only requirement. Informative interviews are offered. Support and individualized attention are…

Investigated the influence of family issues and life events on the success of 322 female reentry students. Results demonstrated that negative life events and family social support have significant main and interactive effects on depression. Implications for counseling and research are discussed. (JAC)

Found significant differences between male and female adult students on the degree of attitudinal, emotional, and functional support received from their spouses after returning to school. (Author)

Investigated coping strategies for dealing with role conflicts among returning women students (N=92). Found that professional and nonprofessional women used different coping strategies for different conflicts. Indicated that professional women experienced more intense conflicts between roles as employee-home maintenance person and employee-parent…

Midlife developmental concerns of returning women students included a focus on the future, the experience of a culminating event, and a mentor relationship. Needs assessment and other programs should reflect these concerns. (Author/JAC)

To determine needs experienced by returning college students, 583 mailed questionnaires were returned in 1977 by reentry students at a medium-sized, southeastern public university. Among the most needed services were a designated reentry admissions counselor, an exclusive lounge area, peer counselors, and a specialized credit course for reentering…

Examines college students' perceptions of reverse culture shock and reentry adjustments. Reviews reentry programs and offers recommendations for their improvement. Recommends that assistance in readjustment be as individualized as possible and be supported by an understanding of the entire process of travel abroad on an institution-wide basis.…

Describes a cooperative venture between a counselor educator and a university counseling center in providing a program for reentry adults. Counseling graduate students participated in organizing and conducting workshops for reentry students and providing a noontime information series organized around psychological life adjustment themes.…

Compared the educational aspirations, self-esteem and personal skills assessment of returning (N=39) and traditional (N=89) community college students. Results confirmed a positive relationship between educational aspirations and self-esteem in both groups. Personal skills assessment was not related to educational aspiration in returning students.…

Evaluates and discusses a program to help women returning to school make an adjustment to the college environment. Components of the program are values clarification, decision making, and assertion training. Suggestions are offered for the design and implementation of additional programs. (Author)

Black women and White reentry students completed a questionnaire that assessed educational goals, career goals, sex-role attitudes, and demographic traits. The results indicate that religious upbringing, mothers' educational attainment, and birth order significantly predict students' sex-role related goals and attitudes. (Author)

In 1972 self-improvement and education were equally cited reasons for continuing education. By 1978, three-fourths of the respondents had continued their education but only half had reached the level planned in 1972. Self-improvement was the main reason for continuing. Very few cited encouragement from others. (JAC)